Transcript input output - Θεσμός αριστείας και

Input – output devices
Project Overview
Learning Areas
Levels
Computer science
Age level 15-18. International Baccalaureate Diploma Program
Objectives
The creative combination of various information and technological
systems for the comprehension of Input Output devices
Description
Use of share Point server 2007 as a course management system
(CMS) in order to apply various blended learning methods and
techniques. Use of various technologies to amplify learning procedure.
Software
Keywords
Authors
Microsoft SharePoint Server 2007, Microsoft Internet Explorer,
Microsoft Word, Microsoft PowerPoint, Microsoft Excel, Articulate
Presenter, Articulate QuizMaker, Parallax software
Robotics, input output devices, computer science (CS)
Dr. K. Dimitriou, Psychico College (HAEF) , Greece
Input – output devices
Teacher planning
Teacher Planning – Project description
The design of the teaching methodology combines and integrates
•teaching objectives
•learning objectives
•creation of an appealing and pleasant learning environment
•linkage of theoretical framework with an empirical case study
This learning project aims to develop an integrated learning
framework for the computer science topic input and output
devices
The subject of research is whether blended learning surpasses
conventional learning
The use of technology is not an end in itself but the vehicle for
integrated teaching
Input – output devices
Teacher planning
Teacher Planning – Project description
Microsoft Share Point Server 2007 is an ideal content
management system. This tool is used in this project as a course
management system (CMS) to facilitate:
•Direct access to learning resources
•Interactive learning
•Collaboration between students and teacher
•Direct exchange of data and information
•Evaluation and assessment through internet/intranet
•Replacement of lost class hours due to illness, celebrations etc
Input – output devices
Teacher Planning – Project description
Teacher planning
Lesson content
•Keyboard
•Mouse
•Wimp
•Graphics table
•Light pen
•Laser scanner
•OMR
•OCR
•MICR
•Automatic data entry
•Sensors
•Digital cameras
•Speech recognition
•Robotics
•VDU
•LCD
•GDU
•Printers
•Plotters
•Touch screens
Input – output devices
Teacher Planning – Project description
Input Output procedures –systematic approach
Teacher planning
Human or
data
collection
Processing
unit
Input
device
Interface
between
human and
device
Processing
unit
Interface
between input
device and the
processing
unit
Output device
Interface
Human
Other
device
Input – output devices
Teacher planning
Teacher Management – Teaching
•During the first stage (stage 1) the students coped with input
output methods and devices in the classroom. They also did
some reading at home.
•The power point was used for the lecture while students used
internet explorer to gather additional information from various
internet sites.
Input – output devices
Teacher planning
Teacher Management – Teaching
During the next stage (2),
1. Students searched the WWW for additional
information and then added their links to the CMS
2. Students solved their exercises and then saved them
as word files in the CMS
3. Students used the team discussion of the CMS to
solve their wonders and discuss about the lesson
4. Teacher evaluated the original and the final document
of each student and published the right answers
Input – output devices
Teacher Management – Teaching
Teacher planning
During the third stage students
•Discussed their questions and answers with the teacher
•Took a writing test
Input – output devices
Teacher planning
Teacher Management – Teaching
The fourth stage is completely based on the CMS.
1. Students developed their tests with multiple choice, multiple
response matching, fill in the blank, etc questions. Each
student knew only the questions of his own word document.
2. Teacher chose questions from all tests and created with the
Articulate Quizmaker software an on line test. Students had to
take the test within a certain time period.
3. The software automatically marked the tests and the results
plus the right answers were disseminated through the CMS.
Input – output devices
Teacher planning
Teacher Management – Teaching
During the last stage (5) the HexCrawler Robot Kit and selected
sensors were used in order to explore input output devices.
•
The HexCrawler Robot Kit is equipped with the Board
of Education programming board suitable for training,
education and research activities.
•
This part of the project is developed in parallel with
the activities of the artificial intelligence and robotics
club of Psychico College.
•
Students assemble, program and analyze the
infraction of the robot with its environment.
•
The activities of the artificial intelligence and robotics
club are exhibited to the college fair.
Input – output devices
Teacher Management – Teaching
Teacher planning
PROJECT STAGES
STAGE1
STAGE 2
STAGE 3
STAGE 4
STAGE 5
Period Of
Time
Six Hours
WeekendHome
Four Hours
Two HoursHome-School
Continuous
Process
Emphasis
Learning
Learning
Collaboration
Evaluation
Learning
Evaluation
Learning
Collaboration
Evaluation
Learning
Contribution
To College
Community
Input – output devices
Teaching Resources
Teaching Resources
•Teacher’s notes
•Various books from the library
•Some of WWW resources used
•edweb.sdsu.edu/people/ARossett/eportfolio/eportfolio.asp
•http://data.webjunction.org/wj/documents/17236.pdf
•http://occ.ibo.org/ibis/occ/guest/home.cfm
•http://tlc.ucalgary.ca/documents/chuck.doc
•ibcomp.fis.edu/
•www.21stcenturyskills.org/documents/Frameworkflyer092806.pdf
•www.hp.com/learn/microsoft
•www.ib-computing.com/
•www.learningcircuits.org/2002/aug2002/valiathan.html
•www.microsoft.com/education/innovativeteachers.mspx
•www.amanet.org/blended/white-papers.htm
•www.microsoft.com/uk/education/schools/bsf
•www.netg.com/NewsAndEvents/PressReleases/view.asp?PressID=75#top%20
•www.parallax.com/Support/Downloads/tabid/477/Default.aspx
•www.parliament.uk/edskills/
•www.pcd-innovations.com/index.htm
• www.pfeiffer.com/legacy/features/jb/btp/index.html
•www.teachernet.gov.uk/_doc/6094/BSF%20Public%20Launch%20Document%
20Feb%202004.pdf
www.dest.gov.au/sectors/school_education/publications_resources/profiles/scho
ol_leadership.htm
•www.unesco.org/en/competency-standards-teachers
•www.webjunction.org/blendedlearNing
•www.workforce.com/archive/feature/22/26/58/index.php%20
Input – output devices
Teaching Resources
The CS starting page (CMS)
Input – output devices
Teaching Resources
On line test (articulate software)
Input – output devices
Teaching Resources
HexCrawler Robot Kit and Board of education
Input – output devices
Teaching Resources
Sensors
Input – output devices
Assessment & standards
General evaluation
•The students response was amazing. Students asked to adopt this
methodology to all Computer Science modules.
•The overall design of this activity favors all students, helps absent
students and students with dyslexia or dysgrafia feel better and present a
better performance.
•According to recent publications, outcomes of international conferences
and educational events (BETT 2007, 2008) the education seems to
adopt such methodologies and activities.
Input – output devices
Assessment & standards
Teacher’s evaluation
The evaluation of the overall activity was made with the following criteria:
•
Comprehension
•
Teaching efficiency
•
Participation
•
Enthusiasm
•
Collaboration
•
Motivation to improve
The performance of this group of students to this module was compared
using the above criteria against:
•
The group performance to the previous modules
•
The performance to this module of the previous CS groups
The results were amazing and show the superiority of this approach.
Input – output devices
Assessment & standards
Student’s evaluation
Students believe that this activity presents :
•
Combination of technology with learning
•
Direct and empirical application of their knowledge
•
Conversion of knowledge to experience and expertise
•
Dissemination of outcomes and results to the school
community
•
Contribution to the school community with high quality
educational material
Input – output devices
Assessment & standards
Evaluation-indirect benefits
Besides the direct benefits for the students some indirect benefits came
up during the process:
•
Contribution to the funds drive through the presentation of
the robot at the College fair.
•
Facilitation of students interested in elaborating an Extended
Essay in Computer Science. The IB students must complete
an extended essay in specific cognitive field.
•
Development of collaboration communication and agreement
among students.
•
Support team spirit among students
•
Simulation of academic environment
•
Rapid adjustment of any module to this methodology
Input – output devices
Assessment & standards
Ib standards
All procedures followed in this project are compatible with the IB
philosophy:
IB- DIPLOMA PROGRAMME-COMPUTER SCIENCE- OBJECTIVES
(IB, 2004)
At the end of either the standard level (SL) or higher level (HL) computer
science courses, students will be expected to fulfill the following
objectives.
1. Demonstrate an understanding of: terminology, concepts,
processes, structures, techniques, principles, systems and
consequences (social significance and implications) of computing.
2. Apply and use: terminology, concepts, processes, structures,
techniques, principles and systems of computing.
3. Analyze, discuss and evaluate: terminology, concepts, processes,
structures, techniques, principles, systems and consequences (social
significance and implications) of computing.
4. Construct: processes, structures, techniques and systems of
computing.
Input – output devices
Teacher and School Information
A big thanks to my
students and to my
colleague D. Georgiou
A big thanks to my
students and to my
colleague D. Georgiou
HAEF
PSYCHICO COLLEGE 15 Stefanou Delta –
154 52 P. Psychico
TEL: +30 210 67.98.207
FAX: +30 210 67.56.762